Entre os movimentos instituídos e instituintes de formação docente: tensões do/no cotidiano escolar

• Autor(a) principal: Oliveira, Mariza Soares de
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10042
• topic: Continuing teacher education; Instituted and instituting movements of teacher education; Narratives of teacher education; Daily school routine; Formação continuada de professores/as; Movimentos instituídos e instituintes de formação; Narrativas de formação; Cotidiano escolar; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The theme of continuing teacher education has been recurring not only in the debates and studies produced in the area of education, but especially in the significant increase of instituted proposals in the national and international levels. Alongside these contributions, and taking into account the polyphony of meanings that engender political, philosophical and social discussions and denounce the complexity in the study of teacher education processes, this research aimed at the daily school routine and is guided by the following question: can experience sharing about teachers? educational paths make a dialog between educational instituted practices and instituting movements possible? Thus, I sought to understand how teachers experience the tension between the instituted and the instituting movements that crosses the daily school routine and, further, what implications experience sharing can bring to their teacher education (or transformation) process. For this purpose, this research, which has a qualitative character, was guided by the construction of a dialog between the (auto)biographical contributions and the studies at/of the daily school routines, in an intercrossing of several sources of analysis. The path followed included doing biographical interviews, talking to teachers in several spaces where they met, organizing collective meetings with teachers at the school and registering with the book of life. I aimed to see the teacher education processes from different points of view, taking the research-education based on meaningful experiences that produce awareness of the teacher education processes experienced by the learners as the central perspective. The co-participants in this study are teachers working in the initial grades of elementary school in a public school in the city of São Gonçalo, and the basis to analyze the sources was a subgroup composed of three teachers. As analyzes and parts of the results, this research pointed out the inseparable and highly complex relationship involving the dialog between the instituted and instituting movements at school, as well as the necessity to look at the teachers? work conditions and the several temporalities of their teacher education, that are not limited to the instituted times of education but meet other time synchronizers, considering the meanings and uses of the teacher education.